In recent years, video micro lessons have attracted great interest and attention from teachers and adminis-trators because of their short time, small capacity, low threshold technology and other kind of characteristics. Up to now, they have been used in a variety of educational situations, such as before class for study preparation, in class for key and difficult knowledge explanation, after-school review, online learning （ such as Massive Online Open Courses- MOOCs） , mobile learning, and flipped classroom, etc. Generally speaking, video micro-lessons are designed for a certain context, but objectives and results are different. The purpose of this study is, from a pragmatic perspective, to reveal the relationship between the design and implementation of the video micro-lessons so as to strengthen the connec-tion between the design and implementation and maximize the outcomes. The study first analyzed the problems and limitations existing in the design and implementation of the video micro-lessons, and then from the pragmatic perspec-tives, analyzed the common application scenarios, clarifying that they are different from traditional courseware in the design and implementation concerns. Finally, on the basis of comprehensive analysis, the authors propose an imple-mentation model for the video micro-lessons. The authors also provides enlightenment for the design of adaptive search engine and personalized learning.